„‚ CONDITIONS THAT HINDER EFFECTIVE COMMUNICATION

Social-Learning
Subprocess
Factors Enhancing Effectiveness
Attention ■ Clear design and presentation of modeled stimuli
■ Increased distinctiveness of the modeled stimuli
■ Learner preparation and awareness of what is to be observed
■ Use of an observation sheet requiring explicit responses
■ Reliability of the model and observation sheet
■ Absence of any elements in the modeled stimuli that interfere with
attractiveness to learners
Retention ■ Distinctive model and rigorous definitions of what is to be observed
■ Graphic or pictorial models describing what is to be observed in the
behavioral model
■ Learners’ development of alternative graphic and verbal descriptions of
what will be modeled
■ Use of generic cognitive models on which a variety of subsequent
applications or related models can be built
■ Modeling and practicing of constituent skills prior to modeling and
practicing a complex process
■ Post-modeling review of how observers coded and organized what they
viewed
Reproduction ■ Carefully designed practice activities
■ High-quality and well-timed feedback
■ Use of preliminary activities to ensure that the requisite skills have been
modeled and learned
■ Participant practice with feedback skills.
Figure 2. Factors Enhancing Behavior Modeling
the learner to receive the modeled stimuli. Such preparation requires precision in the
verbal descriptions of what is to be modeled. The observers need to know whether they
are looking for principles, rules, values, or skills. Once this question has been answered,
taking the following two steps can help to ensure that the model will serve its training
purpose:
1. Develop an observation sheet with a format that requires the learners to make
very explicit responses (the closer the observations can be reduced to “yes” or
“no” responses, the better).
2. Test the model and observation sheet with observers and modify the model and
observation sheet until consistent results are obtained and the reliability of the
model and observation sheet have been established.
Another way to strengthen the attention subprocess is to be sure that the modeled
stimulus is clear of any elements that make it unbelievable or unacceptable to the
learners. One practical tactic is to use a video model that has a training setting rather
than an authentic organizational setting. Such a model (for example, in an interpersonalskills
training program), could depict trainees in a training setting as they perform the
skills that the observer-learners will be expected to perform after they have viewed the
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The Pfeiffer Library Volume 6, 2nd Edition. Copyright ©1998 Jossey-Bass/Pfeiffer